1. Characteristics of a group

1.12 Tasks

If
an aim is to represent a bit more than good intentions, it must
be related to a corresponding task. The task specifies the activity
in which the students individually or collectively are engaged.
It is what must be done in order to achieve an aim. Not enough attention
or imagination is usually given to specifying tasks in group teaching.
The tendency is to assume the task is simply one of discussing a
topic. Yet a wealth of stimulating tasks, or their key verbs, may
easily be found if one of the taxonomies of educational objectives
is referred to, for example: identify, contrast, predict, select,
differentiate, organise, judge, criticise, and so on. If the aim
for a group meeting is to develop awareness of different strategies
for solving problems, a suitable set of group tasks might be:

to
try to solve a given problem o to monitor the strategies used

to
share the findings and compare with research evidence

to draw up a set of guidelines on problem solving strategies

Tasks
will vary in quality and quantity. Some are too difficult or too
lengthy to be tackled in a given time; others are best done individually
rather than by the group. There are tasks which demand no more than
a 'surface' approach of students while others require a 'deep' or
'holistic' style of argument. It is part of the tutor's job to select
tasks accordingly.

Questions to ask about tasks include:

What
prior tasks, for example, writing, reading, consulting, and so
on, were required?

How thoroughly were they done?

What
tasks were set at the meeting.

Were
they clear and attainable within the time allowed?

Did the tasks take into account the students' developmental needs?
Did they encourage imaginative and deep thinking?